visual impairment

Defining Visual Impairments

  • Legal Definition:

    • Based on visual acuity (20/20 vision).

    • Includes field of vision assessments.

  • IDEA Definition:

    • Categories include Low Vision, Functionally Blind, Totally Blind.

Prevalence of Visual Impairments

  • Difficulty in obtaining an accurate count due to various measures.

  • In 2008-2009: 0.04% of special education population received services for visual impairments.

Characteristics of Visual Impairments

  • Incidental Learning: Challenges faced due to limited exposure to the environment which affects:

    • Motor skills.

    • Language skills.

    • Cognitive skills.

    • Social skills.

  • Restrictions in various experiences and interactions with the environment.

Causes of Visual Impairments

  • Congenital Vision Impairments: Present at birth or developed before vision memories.

  • Adventitious Vision Impairments: Acquired vision loss after having normal vision.

Assessment Techniques

  • Functional Vision Assessment (FVA): Evaluates how a student uses their vision to inform IEP (Individualised Education Programs) decisions.

  • Learning Media Assessment: Determines appropriate reading mediums such as Braille or print to understand accommodation needs.

Expanded Core Curriculum

  • Focuses on unique skills necessary for students with visual impairments:

    • Compensatory and Communication Skills.

    • Social Interaction Skills.

    • Orientation and Mobility Skills (O&M).

    • Challenges related to previously learned tasks due to lack of incidental learning.

Planning for Special Education Services

  • IEP Planning Considerations:

    • Instruction methods supporting success in the general curriculum.

    • Non-academic priorities

    • Location of services and communication strategies.

Instructional Strategies & Materials

  • Specialized Instruction:

    • Use of tools like braille slates, abacuses, and adapted reading materials.

    • Determining the right communication methods and learning environments.

Supplementary Aids and Services

  • Adapted Materials:

    • Includes print materials from the American Printing House for the Blind, optical devices, and assistive technology.

  • Universal Design for Learning: Ensures accessibility in learning activities through hands-on experiences.

Developing Essential Skills

  • Daily Living Skills: Teaching practical skills necessary for independence.

  • Orientation & Mobility: Essential for navigating and ensuring safety.

  • Self-determination: Crucial for empowerment and advocacy.

Effective Instructional Strategies

  • Early Childhood: Focus on real experiences for skill development.

  • Elementary and Middle School: Emphasis on social skills, self-help, and knowledge of one’s impairment.

  • Secondary and Transition Programs: Preparation focuses on independent living skills and navigating unfamiliar environments.

Assessing Progress and Making Accommodations

  • Progress Measurement:

    • Schools may utilize the same subjects as others but allow for necessary adaptations (e.g., Braille).

    • Informal assessments through observation to gauge skill levels.

  • Accommodations in Assessments:

    • Options include additional time, use of readers, quiet testing areas, and frequent breaks.